Atlantis Charter (District) - Special Education Data

Indicator 1 - Graduation Rate

The state target and district and state rates for Indicator 1 are the most current data available. Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting.

For the 2016-17 school year, the state target for the Graduation Rate for Students with IEPs is 86%.

Reported

Cohort 2017 Graduates

# of Students in 2017 Cohort

DistrictRate

StateRate

StateTarget

Students with IEPs

0

0

0.0%

72.7%

86.0%

General Ed

0

0

0.0%

91.8%

NA

All Students

0

0

0.0%

88.1%

NA

Special Education data are suppressed for enrollment counts fewer than 6.

Indicator 2 - Dropout Rate

The state target and district and state rates for Indicator 2 are the most current data available. Data reported in the State Performance Plan and Annual Performance Report reflect a one year data lag in reporting.

For the 2016-17 school year, the state target for the Dropout Rate for Students with IEPs is 2.4%.

Reported

2017 Dropouts

Students Enrolled in Grades 9-12

DistrictRate

StateRate

StateTarget

Students with IEPs

0

30

0.0%

2.5%

2.4%

General Ed

1

157

0.6%

1.6%

NA

All Students

1

187

0.5%

1.8%

NA

Special Education data are suppressed for enrollment counts fewer than 6.

Indicator 3 - Participation and Performance of Students with IEPs on Statewide Assessments (MCAS)

Consistent with the waiver of certain requirements of the No Child Left Behind (NCLB) Act granted to Massachusetts by the U.S. Department of Education in 2011-2012, Massachusetts no longer reports Adequate Yearly Progress (AYP). Rather, Massachusetts reports district and school progress toward narrowing proficiency gaps using a new 100-point Progress and Performance Index (PPI).

For 2016-17, the state target for Indicator 3A is 100% of reporting districts to meet their cumulative PPI target of 75 or higher. The district rate for FFY2016 is 100%.

Indicator 4 - Suspension/Expulsion for Students with IEPs

In all years, the state target for Suspension/Expulsion is 0%.

Indicator 4A: Significant discrepancy in the rate of suspensions and expulsions of greater than ten days in a school year for children with IEPs. Massachusetts' definition for 'significant discrepancy' is five times the state rate for two consecutive years.

Reported

Special Education

FY2014

FY2015

FY2016

FY2017

# of Students

87

91

96

114

# of Students Suspended for Greater than 10 days

0

0

0

0

District Rate

0.0%

0.0%

0.0%

0.0%

State Rate

1.2%

1.1%

0.7%

0.7%

State Target

0

0

0

0

Special Education data are suppressed for enrollment counts fewer than 6.

Indicator 4B: Significant discrepancy (a) by race or ethnicity, in the rate of suspensions and expulsions of greater than ten days in a school year for children with IEPs; and (b) policies, procedures or practices (PPPs) that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards. Massachusetts identifies a district as having a significant discrepancy, by race or ethnicity, in the rates of suspensions and expulsions of greater than 10 days in a school year of children with IEPs rates if, for three consecutive years, the district’s suspension rate for students with disabilities in a particular race or ethnicity has been five times the state suspension rate for students with disabilities.

District

Indicator 4B: Significant Discrepancy by Race or Ethnicity in Rates of Suspension and Expulsion

For 2016-17, the state target for % of Students with IEPs served in Full Inclusion is 61%, the target for % of Students with IEPs served in Substantially Separate placements is 14.4%, and the target for % of Students with IEPs served in Separate Schools, Residential Facilities, or Homebound/Hospital placements is 5.5%.

Enrollment

District Rate

State Rate

State Target

Enrolled students with IEPs

128

--

--

NA

Full Inclusion (inside the general education classroom 80% or more of the day)

127

99.2%

63.3%

61.0%

Partial Inclusion (inside the general education classroom 40%-79% of the day)

1

0.8%

15.7%

NA

Substantially Separate (inside the general education classroom less than 40% of the day)

0

0.0%

13.9%

14.4%

Separate Schools, Residential Facilities, or Homebound/Hospital placements (does not include parentally-placed private school students with disabilities)

0

0.0%

7.0%

5.5%

Special Education data are suppressed for enrollment counts fewer than 6.

In 2016-17, the state target for the percent of students receiving a majority of their special education and related services in an inclusive early childhood program is 45%. The state target for the percentage of students attending a separate special education class, separate school, or residential facility is 12.8%. Included in the table below is additional information about students receiving special education services outside of the inclusive early childhood program that they attend and students that receive services either at home or at a service provider location.

Enrollment

District Rate

State Rate

State Target

Students ages 3-5 with IEPs

7

5.2%

--

NA

Full Inclusion (Students in an inclusive early childhood program and receiving >50% of their special education and related services in that setting) (Indicator 6A)

0

0.0%

53.7%

45.0%

Partial Inclusion (Students in an inclusive early childhood program and receiving their special education and related services in that setting 0-50% of the time)

Students not attending an early childhood program and receiving special education and related services either in the home, at a service provider location, or some other location

7

100.0%

9.5%

NA

Special Education data are suppressed for enrollment counts fewer than 6.

Indicator 7 - Early Childhood Outcomes*

Districts participate in Indicator 7 data collection as part of a 4 year cycle in which they report exit data on children for whom they have collected entry level data; exit may occur at any time during the subsequent three year period as the children leave the preschool program. "Cohort Completion Year" refers to the last year that a district reports exit data for the set of children for whom entry data was collected. Some exiting children included in the Indicator 7 data collection may have been receiving special education services as little as six months or as long as three years, depending on when they entered and exited the program. Because of these differences, there is variability in the progress reported on each outcome. Therefore, these data should be interpreted with caution.

In addition, there are differences in the calculations of district level and state level results. The State Rate represents a snapshot of all students for whom exit data was reported in a given year across the state. The State Rate for this year includes only students who exited in 2015 from the three cohorts reporting data in this year. In contrast, district level data is reported in the aggregate and includes multiple reporting years. For example, a district with a "Cohort Completion Year" of 2015 will have students who exited in 2013, 2014, and 2015 included in their data set. A district with a "Cohort Completion Year" of 2016 will have data from 2014 and 2015 in their data set but will not have completed their data collection until the summer of 2016. Therefore the current data does not reflect all of the students for whom entry data was collected.

The percent of preschoolers who substantially increased their rate of growth by the time they exited preschool

A. Positive emotional skills

B. Acquisition and use of knowledge and skills

C. Use of appropriate behavior to meet their needs

District Rate

-

-

-

State Rate

87.2%

47.7%

83.8%

State Target

100%

100%

100%

The percent of preschoolers who were functioning within age expectations by the time they exited preschool

A. Positive emotional skills

B. Acquisition and use of knowledge and skills

C. Use of appropriate behavior to meet their needs

District Rate

-

-

-

State Rate

85.8%

45.9%

60.2%

State Target

90%

90%

90%

Special Education data are suppressed for districts reporting 10 or fewer students.

Indicator 8 - Parent Involvement *

For 2016-17, the state target for Parent Involvement is 85.5%.

This indicator measures the % of parents with a child receiving special education services who report that school facilitated parent involvement as a means of improving services and results for students with IEPs.

Indicator 9 - Disproportionality in Special Education

In all years, the state target for disproportionality in special education is 0%.

This indicator measures the % of districts showing a disproportionate over-representation of students from racial/ethnic groups in special education that was the result of inappropriate identification. Districts are "flagged" for further review if, for three consecutive years, the district exhibits a weighted risk ratio of 3.0 or greater. Flagged districts are then subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification. If inappropriate policies, practices, and procedures likely caused the disproportionate representation, then the district is deemed to have disproportionate representation due to inappropriate identification.

Disproportionate Over-Representation in Special Education

Disproportionality Due to Inappropriate Identification

District

No

No

For information regarding how disproportionate representation is determined in individual districts, please see the Indicator 9 Flowchart.

Indicator 10 - Disproportionality in Specific Disability Categories

In all years, the state target for disproportionality in special education is 0%.

This indicator measures the % of districts showing a disproportionate over-representation of students from racial/ethnic groups in specific disability categories that was the result of inappropriate identification. Districts are "flagged" for further review if, for three consecutive years, the district exhibits a weighted risk ratio of 4.0 or greater. Flagged districts are then subject to review of the appropriateness of their policies, practices, and procedures for special education eligibility determination and disability identification. If inappropriate policies, practices, and procedures likely caused the disproportionate representation in specific disability categories, then the district is deemed to have disproportionate representation due to inappropriate identification.

For information regarding how disproportionate representation is determined in individual districts, please see the Indicator 10 Flowchart.

Indicator 11 - Initial Evaluation Timelines*

In all years, the state target for Initial Evaluation Timelines is 100%.

This indicator measures the % of children with parental consent to evaluate, who were evaluated within the State established timeline. Data is reported for all initial evaluations initiated in October, November, and December of the reporting year.

Data are suppressed if # of signed evaluation consent forms received is fewer than 10.

Indicator 12 - Early Childhood Transition*

In all years, the state target for Early Childhood Transition is 100%.

This indicator measures the % of students referred by Part C, found eligible for special education services, and who have an IEP developed and implemented by their 3rd birthdays.

Special Education

School Year Reviewed

2010-11

# of Students Referred by Part C and Found Eligible for Special Education Services

NA

# of Students who have IEP Proposed or Implemented by 3rd Birthday

NA

District Rate

NA

State Rate

85.0%

State Target

100.0%

Data are suppressed if number of students referred by Part C and found eligible for special education services is fewer than 10.

Indicator 13 - Secondary Transition*

In all years, the state target for Secondary Transition is 100%.

This indicator measures the % of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

# of Student Records in Compliance with the Requirements of Indicator 13

Not Reported

District Rate

Not Reported

State Rate

100.0%

State Target

100.0%

Data are suppressed if number of student records reviewed is fewer than 10.

Indicator 14 - Post-School Outcomes for Students with IEPs*

This indicator measures the % of students with IEPs who exited high school during the 2015-16 school year and self-reported post-school engagement in education or employment one year after leaving high school. Engagement is defined through three measurements:

Measurement A: Enrolled in higher education within one year of leaving high school. (see #1 below)

Measurement B: Enrolled in higher education or competitively employed within one year of leaving high school. (see #1 + #2 below)

Measurement C: Enrolled in higher education, or in some other postsecondary education or training program; or competitively employed, or in some other employment within one year of leaving high school. (see #1 + #2 + #3 + #4 below)

Measurements are cumulative with measurement C reflecting the total number of exiters engaged in a post-secondary activity one year after leaving high school.

For the 2016-17 school year, state targets for the three measurements of Post-School Outcomes are Measurement A: 51%; Measurement B: 86%; and Measurement C: 93%.

The data used to calculate the measurement above:

Survey and Reporting School Year: 2012-13

Special Education Students

Total # of exiters who responded to the survey

Not Reported

#1. Number of respondents who are enrolled in higher education

Not Reported

#2. Number of respondents who are competitively employed (but not in category 1 )

Not Reported

#3. Number of respondents who are enrolled in some other post-secondary education (but not in categories 1 or 2 )

Not Reported

#4. Number of respondents who are in some other employment (but not in categories 1, 2 or 3)

Not Reported

A. Enrolled in higher ed.

B. Enrolled in higher ed. or competitively employed

C. Enrolled in higher ed., in some other postsecondary ed., competitively employed, or some other employment

District Rate

NR (Not Reported students)

NR

NR

State Rate

47%

81%

93%

State Target

46.6%

80%

87%

* Because of the nature of Indicators 7, 8, 11, 12, 13, and 14, the Department has divided all districts into four cohorts that are representative of the state as a whole. This cohort model and plan for data collection was approved by the federal Office of Special Education Programs (OSEP). Under this plan, over a four-year period, every district in the state participates in data collection activities for these indicators. Because it has an average daily membership of over 50,000 students, Boston participates in all activities every year. Additional information on the cohort model is available at: http://www.doe.mass.edu/sped/spp/datacollection.html. For all other indicators, data reported here is collected through SIMS or other existing data systems.

The designation NA = Not Applicable means that the indicator does not apply to the age/grade level of students enrolled in the district. For that reason, the district does not report data for the indicator. For state targets NA designates that there is no state target.

NR = Not Reported means the district did not submit data for the indicator for this year.